Giáo án NLS Tiếng Anh 8 Global Success Unit 6 Getting started: Lifestyle differences

Planning: ..../..../..... 

Teaching: ..../..../.....

UNIT 6: LIFESTYLES

GETTING STARTED

I. OBJECTIVES

1. Knowledge and skills 

By the end of the lesson, students will be able to:

• Set the context for the introductory conversation about lifestyle differences.
• Introduce the topic of the unit (Lifestyles), acquire related vocabulary (greet, practice, serve, in the habit of, etc.), and pronounce words containing the sounds /br/ and /pr/ correctly.
• Develop reading and listening skills for specific information regarding different cultural lifestyles and daily habits.

2. Competences

General competences: 

• Self-control and independent learning; Communication and collaboration; Problem-solving and creativity.

Specific competences: 

• Read and listen for detailed information about lifestyles. Identify and apply vocabulary related to daily habits, food, and greetings.

Digital competences:

• [1.1.TC2a]: Identify information needs.
• [2.1.TC2a]: Choose simple digital technologies for interaction.
• [2.2.TC2a]: Use appropriate digital technologies to share data, information, and digital content.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes.
• [3.1.TC2a]: Identify ways to create and edit content in different formats.
• [6.2.TC2a]: Optimize the use of AI tools to achieve greater efficiency.

3. Attributes

• Respect: Show respect for and appreciation of cultural differences, traditions, and diverse lifestyles around the world.
• Hard work: Actively participate in all digital and physical classroom activities.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 8, Teacher's Book.
• Computer, projector/smart TV, audio speakers.
• Interactive presentation platform (e.g., Nearpod/Mentimeter), interactive collaborative whiteboard (e.g., Padlet), online quiz platforms (Liveworksheets, Google Forms).
• AI tools (ChatGPT, Gemini, or Midjourney for image generation).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones/Tablets with internet access.
• AI chatbot apps, design apps (Canva).

III. PROCEDURES

1. WARM-UP 

a. Objective: To create an active atmosphere in the class before the lesson and to lead Ss into the new unit.

b. Content: Review Unit 5 contents and introduce the topic "Lifestyles" using photos and a digital interaction tool.

c. Product: Students recall previous knowledge, engage with the new topic, and understand the unit's learning objectives.

d. Organization: 

Step 1: Teacher assigns learning tasks

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher asks students to use their smartphones to join a Nearpod/Mentimeter session.

- Teacher begins by reviewing Unit 5 (e.g., asking what they like/dislike about customs and traditions) via a quick digital poll.

- Teacher writes the word Lifestyles on the board, asks Ss to open their books to page 60, and draws attention to the "THIS UNIT INCLUDES" box to introduce the learning goals.

Step 2: Students perform learning tasks

- Students watch the AI-generated video and answer the questions about it. 

- Students submit their Unit 5 review answers on their devices.

- Students open page 60 and read the "THIS UNIT INCLUDES" box.

Step 3: Reporting and Discussion

- Teacher projects the poll results and praises the class.

Step 4: Evaluation

- Teacher summarizes the main points and smoothly transitions into Activity 1.

[2.1.TC2a]: Choose simple digital technologies for interaction.

[2.1.TC2a]: Choose simple digital technologies for interaction by connecting smartphones to Nearpod/Mentimeter to participate in the warm-up poll.

2. PRESENTATION 

LIFESTYLE DIFFERENCES

Activity 1: Listen and read. 

a. Objective: To set the context for the introductory conversation and introduce the topic of the unit.

b. Content: Students answer lead-in questions, guess the context, and listen/read the conversation between Nam and Tom.

c. Product: Students understand what Nam and Tom are talking about and can pronounce specific sounds.

d. Organization:

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Activity 2: Read the conversation again and complete the table. 

a. Objective: To help Ss understand some details of the conversation.

b. Content: Students scan the text to fill in the missing information in a comparison table.

c. Product: Completed table identifying differences between Nam's and Tom's countries.

d. Organization:

Activity 3: Complete each sentence with a word or phrase from the box. 

a. Objective: To help Ss further understand the context and become acquainted with the new vocabulary and some collocations.

b. Content: Fill in the blanks using: greet, serve, practice, in the habit of, lifestyle.

c. Product: Completed sentences demonstrating vocabulary comprehension.

d. Organization:

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Activity 4: Label each picture with a word or phrase from the box. 

a. Objective: To help Ss revise and develop the vocabulary related to the topic Lifestyles.

b. Content: Match phrases (greeting, street food, food in restaurants, pizza, online learning) to 5 pictures.

c. Product: Correctly labeled pictures and spoken sentences using the words.

d. Organization:

Activity 5: QUIZ - Greetings around the world. 

a. Objective: To help Ss get to know about greetings around the world.

b. Content: Students take a multiple-choice quiz about international greeting customs.

c. Product: Correct quiz answers expanding cultural knowledge.

d. Organization:

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3. PRACTICE 

a. Objective: To consolidate the vocabulary and concepts learned in the lesson.

b. Content: Students complete one mission consisting of a multiple-choice task and a reading/word-formation task.

c. Products: Students' correct answers demonstrating comprehension and morphological skills.

d. Organization:

Mission 1: Complete WORKSHEET 1.

Step 1: Teacher assigns learning tasks

- Teacher distributes Worksheet digitally via a live interactive platform (e.g., Liveworksheets or Google Forms).

- Teacher sets a time limit of 10 minutes and asks students to work individually on their devices.

Step 2: Students perform learning tasks

- Students work individually on their devices to select and type the basic answers into the interactive worksheet.

- The teacher walks around, observes the digital submissions coming in real-time, and provides minor hints if Ss struggle with Task 2.

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Key:

Task 1: 1.A, 2.C, 3.B, 4.A, 5.C, 6.B

Task 2: 1. lifestyle, 2. traditional, 3. greet, 4. practice.

Step 4: Evaluation

- Teacher gives detailed feedback, corrects common mistakes, and praises high scores.

[3.1.TC2a]: Students complete the basic vocabulary exercises using a digital interactive worksheet platform and submit their answers in a digital format.

Mission 2: Complete the quiz (optional).

Step 1: Teacher assigns learning tasks

- Teacher sends link the quiz on website https://kenhhoctap.edu.vn/bai-tap/quiz-global-success-8-textbook-unit-6-lifestyles-25086 for student to perform.

Step 2: Students perform learning tasks

- Pupils receives the link and choose the answer.

Step 3: Reporting and Discussion

- Teacher gives pupils 5 minutes to choose the correct answer.

- Teacher calls out pupils to share their answers and explain the correct ones.

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

- Teacher moves on to the next content.

[2.1.TC2a]: Choose simple digital technologies to interact.

4. APPLICATION 

a. Objective: To help students apply the new vocabulary and structures to write about their own culture in a familiar, real-life context.

b. Content: A standard writing homework: "An Email to a Foreign Friend". 

c. Product: A short email (60 - 80 words) introducing some typical Vietnamese lifestyle habits to a foreign pen pal.

d. Organization:

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